The District believes strongly in the value of ongoing assessment to measure student learning at multiple points and across content areas each year. As such, the District (with teacher input) has created and administered Quarterly Assessments (K-5) and Common Assessments (6-8) in each content year for the past three years. Within the structure of PLC meetings and Grade-Level Meetings teachers, District Instructional Coaches, and District Curriculum Coordinators facilitate an analysis of these data on a regular basis to identify shortfalls of the curriculum as well as to identify successful instructional practices.

In addition, the District administers the DRA in Grades K-3 and the NWEA to all students in grades 2-10 in Math and Language Arts. The DRA results are used to identify specific student needs in terms of early literacy intervention, while the NWEA results are used to measure student growth as compared to their peers across the country. Similarly, the District administers the ACT Explore, Plan, and traditional ACT to students in grades 8, 10, and 11 respectively. Again, the purpose of these measures is to help identify curricular gaps and to identify students who will need interventions as they progress to the next grade level.

Finally, the District compiles longitudinal data of the state assessment (MEAP and MME) and compares student cohort groups with Genesee County and the State of Michigan on the aggregate as well as with respect to all sub-groups. These assessments represent the most significant data used to determine the system’s effectiveness with regard to student performance.

In addition to assessment data, the District monitors the effectiveness of PLCs by assigning a Central Office Liaison to each building to provide guidance and assistance to the Building Principal in the planning and implementation of PLCs and classroom walkthroughs, using the McREL Power Walkthrough Software. This process of monitoring Professional Development and the delivery of the District Curriculum through effective instructional strategies provides for a seamless connection between Central Office and the classroom level with regard to the integral work of teaching and learning.

Finally, the system has always, and will continue to, seek input from all stakeholders through surveys of parents, students, and staff on the effectiveness of the school system (See Essential Artifacts and Standard 6).